Note: (5 minutes) 6:05-6:10 PM, screens 4 &5 Online tutorials known by many names CBL = Computer-Based Learning WBT = Web-Based Training CBT = Computer-Based Training
Online tutorials known by many names CBL = Computer-Based Learning WBT = Web-Based Training CBT = Computer-Based Training
Note: eLearning (10 minutes) 6:10-6:20 PM eLearning can refer to any form of electronic learning, we’re going to refer to it here primarily as asynchronous online learning. 10 years ago, this is what elearning was: online courses, tutorials or demos How are these different and how do they complement each other? (pick someone – start discussion) Sometimes it depends on the goal, intent. eLearning assumes “a package” . . . Learning as an event. We’re moving away from that in education and training.
Note: eLearning (20 minutes) 6:20-6:40 PM 15 minutes for review of feedback form (6:40-6:55) - have an extra 5 minutes built into the schedule, but may need it at the end. Break up groups CPR Course - http://www.articulate.com/community/guru/2009/CPR/ Diabetes - http://elearning-examples.s3.amazonaws.com/Diabesity/player.html Marine Navigation - http://elearning-examples.s3.amazonaws.com/Navigator-Game/player.html Health Care Fraud Overview - http://www.suddenlysmart.com/examples/fraud/player.html#Scene_1 Disaster Preparedness - http://www.suddenlysmart.com/examples/disaster/player.html PA Patient Tracking System - http://ltms.harrisburgu.edu/~jdetig/DeltaSample/Sample/launch.htm DEP CCR - http://demos.jplcreative.com/learning%20solutions/Other%20Violations/player.html Parts Handling - http://ltms.harrisburgu.edu/~apetroski/demos/Diebold/nav.swf Evaluation Form There will be sound. Do this individually. Group assignment is to assign examples only. Some of these are lengthy. Go through them in the time allowed.
Note: (10 minutes – 7:00-7:10)
Note: (15 minutes) 7:10-7:25 PM From the book and from “The Value of Multimedia in eLearning” Some of the course and web authoring tools listed are no longer available (example: Microsoft Front Page, Authorware, DazzlerMax). Still good to read about them, to give you an idea of the different interfaces and functionalities. Mind maps Look up the mind maps Ryan – Systematic approach to choice; Directed vs. less-directed What’s the benefit of multimedia and authoring tools? Tom H – how to buy an authoring tool = Richness of instruction. Is this a consideration for the tool or the design? Tom L – Leveling, related to the value of multimedia in learning (cycles of expertise) Betsy – Reusability (this was a common theme in the mind maps); Creates dynamic and engaging courses (enables this, but does not promote it necessarily); Good points about product support; Managing content changes Matt – site management capabilities; testing/assessment in the tools (often need another product) Rich – one could use Flash or Visual Studio to make their own educational software (why might they not?) Justin – Budget = how much do we have to pay the designers/developers?; timeframe; oversaturation of multimedia Dennis – testing in various browsers is important (does the tool provide that); override the template; multimedia can include assessment, remediation and need for next steps; benefits (right from reading) Common themes: Features, web authoring vs. course authoring, popular tools (these have changed), considerations (review these later) Course Authoring Tools Web Site Authoring Tools (not really going to focus on the blogging tools as web development tools) Content Converters Plus, value of multimedia in authoring Authoring Tools Automate many processes common to creating learning solutions Often extended by scripting language What were your first impressions of the Choosing and Authoring Tool section? Were you surprised at all of the considerations? Do you have any questions about any of the considerations that were listed? Is everyone clear on the concept of a visual interface – WYSIWYG? Does everyone understand the concept of a template? What is the benefit of a template? Are there any potential negatives to using a template? Any other thoughts on the templates discussion? Web Development Tools Any questions. Page 306, any questions on benefits of creating e-Learning with web site tools Content Converters What’s the purpose of a content converter Distribution All tools for authoring or developing content (combining media) for distribution as a course. Difference between course authoring and web authoring tools? Multiple output formats for authoring tools (EXE, Flash (web page), Text, etc.) Browser-controlled delivery versus browser-based delivery SCORM compliance Authoring is proprietary When would you use one over another? Type of content, database connection, update content regularly
Note: (10 minutes) 7:25-7:35PM There were a number of specific authoring tools listed in the readings. There are a lot of authoring tools – directories often list 50+ Adobe suite http://www.adobe.com/products/elearningsuite/ http://www.adobe.com/products/authorware/?promoid=DJDVW Show Captivate, Show Dreamweaver Play Toolbook demo (partial of recording) (Start: 12:06 End: 17:51) http://www.interactiveadvantage.com/webinars.html OutStart Trainer (Start: 13:27 minutes – 18:00) https://outstart.webex.com/cmp0305l/webcomponents/widget/playback.do?siteurl=outstart&fileName=http%3A%2F%2Fcustomeredge.outstart.com%2Foswebsite%2Fwebex%2Fwebinar_trainer_rapid_development_042908.wrf&serviceType=TC&rnd=0.6317439934357196 SmartBuilder – go to demos and talk about evolution of eLearning You can go out and view these on your own when you’re evaluating a tool – demos and web conferences Also go over PPT conversion tools PowerPoint as an authoring tool Demo Captivate as a course conversion tool and as a screen capture tool Open Source Authoring Tools Udutu http://www.udutu.com/ Xerte http://www.nottingham.ac.uk/xerte/ Open Source HTML Editors Coffee Cup http://www.coffeecup.com/ ($49.00 and they have a free version) Amaya http://www.w3.org/Amaya/
Note: ( 5 minutes – 7:35-7:40) From the readings – there was mention of higher level skills as a result of multimedia
Note: ( 10 minutes – 7:40-7:50) Online courses often include elements of many types of learning solutions and can be delivered on a number of different devices Help authoring tools = EPSS
Note: ( 5 minutes – 7:50-7:55) Also, have rapid development tool report from 2011 eLearning Guild January 2008 report on Authoring & Development Tools Key Findings Here are some of the key findings from analyzing the survey results from over 1,400 Guild members. One Tool is not Enough: Guild members use a lot of tools, and not just combinations of tools from different categories. 76% of Guild members use more than one Rapid e-Learning Development tool, and 38.9% use four or more . Evaluating Tools I: When evaluating an authoring tool, the three most important features are that the tool allows content to be easily updated, the learning curve is low relative to other tools, and the tool outputs to Flash SWF files. Evaluating Tools II: When evaluating an authoring tool, the three most important industry support factors are that the tool is in widespread use, there are free online forums for support, and the tool has free technical support . Evaluating Tools III: When evaluating an authoring tool, the three most important integration and collaboration factors are that the tool is SCORM compliant, the tool integrates with leading learning management systems, and the tool allows easy sharing of content. Adobe Captivate Will Probably Be In Your Toolbox: Adobe Captivate enjoys a dominant marketshare position, with over 62% of Guild members who use Rapid e-Learning, Courseware Authoring, or Simulations tools indicating that they use Captivate. Flash Newsflash: 66.6% of Guild members who use Courseware Authoring tools target Flash players for deployment, and 55.1% target Web browsers without plug-ins. Formal for Them, Informal for Us: While Guild members may spend a lot of time creating formal learning content, when it comes to learning how to use tools themselves, Guild members prefer informal methods by a very wide margin.
Note: ( 5 minutes – 7:55-8:00) Strengths: Anytime, anywhere Self-paced (save time?) Multimedia potentially enhances learning experience – addresses different learning styles Support / Supplement class time / information – address pre-requisite skills Used as reference as well Cuts travel costs Saves class time (in a lot of cases) Trackable (through LMS or in course) Consistent information Weaknesses: Little motivation or engagement in a lot of cases (based on bad design, not technology) Communication solution versus learning solution No or little learner guidance No or little connection to the community of learners or experts No ability to ask questions Technology difficulties (access, plug-ins, etc.) Environmental distractions – when you’re in a classroom, you’re in a classroom. No distractions Considerations: Learning goals Environment Learners Complexity of content Shelf-life of content Development Resources Graphic Design Resources Skills needed Technical Layout Media Navigation Testing Packaging and Distribution http://www.articulate.com/rapid-elearning/archives/
Note: ( 5 minutes – 8:00-8:05) Future of Authoring Tools Growth of eLearning Simulation Virtual Worlds Social Elements Live Elements Hybrid approaches – http://www.ancile.com/products/ancile-uperform-learning-management-learning-simulation-software/ http://www.ancile.com/demos/uPerform%20Marketing%20Demo/MarketingDemo2011/index.html#/introduction
Note: () LTMS 518: eLearning Development Core course Instructional Development concentration Open elective . . . Becoming part of the instructional design curriculum
Note: (1 0 minutes – 8:05-8:15)
Note: (5 minutes) 8:15-8:20 PM From the chpt. 19 reading assigned at the beginning of the course. Assigned at the beginning so that you have a concept for evaluating technologies in mind as we explored management systems, media, online courses and community. Now we’re coming back to strategies and criteria as we begin moving into the heart of the learning technologies selection project. Goals (already did this for learning technologies selection) Enterprise goals Performance goals Learning goals Also consider organizational culture and policies (You need to follow the rules for technology selection and implementation in your organization) Form a Team For the project, you’ll work as an individual, but when doing a selection in an organization you want to build a team Who is appropriate to have on your technology selection team? Learners Instructors Instructional Designers Curriculum Specialists Information Technologies Purchasing / Accounting Legal Executives Criteria – capabilities needed to achieve your goals and objectives We’ll talk more about criteria in a minute Selection Process – some systematic process
Note: (5 minutes) 8:20-8:25PM Need to get the Decision Analysis papers from Kepner-Tregoe Strategic (a process for making a decision that considers goals, objectives and variables) What’s MTV Makes Thinking Visible (a record for yourself and for others that selection was done systematically)
Note: (5 minutes) 8:25-8:30PM Decision Analysis: This is the process we’ll be going through for the learning technologies selection project Show the example decision analysis spreadsheet when going through this Criteria (what am I using to evaluate the product?) – Identify through use cases Identify possible choices (what are the potential options?) Classify (MUST or WANT) – this is key. Too many MUSTs and a solution will be difficult to find, too few MUSTs and it will be hard to narrow down a solution Weight (relative importance of each WANT) - 1 to 10 Evaluate products Doesn’t meet a MUST, then the product is eliminated from consideration Make a Selection Consider adverse consequences Consider threats
Note: (5 minutes) 8:30-8:35 PM Reading in Brandon Hall report focused on LMS selection. But, we can apply the concept of use cases to any technology selection. Also . . . from “How to choose an authoring tool” in your reading. We’re going to use the approach as a way to identify criteria for evaluation. Consider the people who will use the technology Determine how they will use the technology Interview Survey What are their goals? What do they want to accomplish in the software? Identify criteria List technology needs (criteria) based on the use cases Learning Technologies Selection Report Identify criteria through use cases – due Monday, March 12 (revised from original document) See example document for example of use cases
Note: (8:35– 8:45) Work through a Decision Analysis 1. Use case & criteria 2. Options (only do this slightly) 3. Evaluate options based on criteria Group 1: Take a vacation Group 2: Buy a house Group 3: Buy a car ========Will do the rest of this in the next class================= Criteria Identify possible choices (what are the potential options?) Classify (MUST or WANT) – this is key. Too many MUSTs and a solution will be difficult to find, too few MUSTs and it will be hard to narrow down a solution Weight (relative importance of each WANT) - 1 to 10 Evaluate products Doesn’t meet a MUST, then the product is eliminated from consideration Make a Selection Consider adverse consequences Consider threats
Reading: Web 2.0 and Emerging Technologies Introduction Web 2.0 and Collaborative Learning Collaborative Environments: Read Horizon Report 2010 K-12 (pgs. 13-16) User Created Content: Read Horizon Report 2007 (pgs. 9-11) Social Networking: Read Horizon Report 2007 (pgs. 12-14) Collaboration Webs: Read Horizon Report 2008 (pgs. 13-16) Collective Intelligence: Read Horizon Report 2008 (pgs. 23-25) Social Operating Systems: Read Horizon Report 2008 (pgs. 26-29) Why eLearning 2.0? Assignments: Mind map 5 Due: Podcasts Identify criteria through use cases – due Monday, March 12 (revised from original document)
LTMS 510: Learning Technologies & Solutions - Class 6
LTMS 510 Learning Technologies and Solutions Class 6, Monday, February 20, 2012•Review•Topic 1: eLearning•Topic 2: Strategies and criteria for selecting tools•Topic 3: Decision Analysis•Topic 4: Use Cases